Grenoside Community Primary School

Grenoside Community Primary School Grenoside Community Primary School

Communication • Co-operation • Self-esteem • Creativity • Independence • Reflection

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Expectations of a Year 2 Pupil

 

This section of the booklet provides information for parents and carers about the end of year expectations for children in our school. These expectations have been identified as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.

All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.

If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child's teacher.

 

Reading

 

Word reading

  • Read accurately by blending the sounds in words that contain the common graphemes and alternative sounds for graphemes.
  • Read accurately more complex words of two or more syllables (e.g. downstream, hideaway, comfortable)
  • Read a wider range of exception (tricky) words .
  • Read words containing common suffixes (e.g. ‘es’, ‘ed’)

 Experienced reading

  • Read at a fluent pace, taking note of punctuation.
  • Use expression when reading.
  • Check the text makes sense and self - correct inaccurate reading.

Comprehension

  • Comment on plot, setting and characters in familiar and unfamiliar stories.
  • Discuss the meanings of words, linking new meanings to known vocabulary.
  • Demonstrate understanding by sequencing events in books.
  • Look through a variety of books with growing independence to predict story development.
  • Make inferences on the basis of what is being said and done.
  • Identify words and phrases chosen for effect on the reader.
  • Discuss their favourite words and phrases.
  • Recognise simple recurring literary language in stories and poetry.
  • Locate key vocabulary and information in fiction texts to find answers to simple questions.
  • Find information in non-fiction, making full use of non-fiction layout.

Writing

Vocabulary, Grammar and Punctuation (Organisation and purpose)

  • Write different kinds of sentence: statement, question, exclamation, command.
  • Use expanded noun phrases to add description and specification. (e.g. the dark spooky woods)
  • Use a wider range of sentence openings (e.g. adverbs)
  • Write using subordination (when, if, that, because).
  • Use and understand present tense and past tense.
  • Consistent use of a wider range of punctuation: capital letters, full stops, questions marks, exclamation marks and commas in a list.

Composition

  • Create a narrative with some detail of character, setting and plot.
  • Use organisational features of non-fiction text (titles, sub headings, illustrations and captions)
  • Express their own viewpoint by simple comments or actions.
  • Make simple additions and corrections to their writing.

 

Transcription (Spelling and Handwriting)

  • Accurately spell common phonically decodable two and three syllable words.
  • Add suffixes to nouns (e.g. add –er, -est; plurals – es, - changing y to ies).
  • Common exception (“tricky”) words spelt accurately.
  • Correctly use an apostrophe for omission of letters (wasn’t didn’t it’s).
  • Spell the days of the week and months of the year are accurately (including use of capital letters)
  • Clear letter formation, with ascenders and descenders distinguished.
  • Upper and lower case letters not mixed within words.

 

Mathematics

Number

Number and place value

  • Count in steps of 2,3 and 5 from 0, and in tens from any number, forward and backward.
  • Recognise the place-value of each digit in a two-digit number (tens and ones).
  • Compare and order numbers from 0 to 100; use <, > and = signs.
  • Read and write numbers to 100 in numerals and words.
  • Use place value and number facts to solve problems.

Addition and subtraction

  • Solve problems with addition and subtraction using concrete objects, pictures and mentally.
  • Use up to two 2-digit numbers and three 1-digit numbers.
  • Apply mental and written methods.
  • Recall addition and subtraction number facts to 20 and use related facts to 100.
  • Know that addition can be done in any order and that subtraction cannot.
  • Recognise the inverse of addition and subtraction problems and use to check calculations and solve missing number problems

e.g. 14 – 6 = 8 check using 8 + 6 = 14,  20 - ? =5, check using 20 – 5 =

Multiplication and division

  • Recognise odd/even numbers.
  • Recall multiplication and division facts for the 2, 5 and 10 times tables.
  • Record using x, ÷ and = signs.
  • Know that multiplication can be done in any order but that division cannot.
  • Solve problems using materials, repeated addition, arrays and mental methods, including in problems in contexts.

Measurement

  • Choose and use appropriate standard units; m/cm, kg/g, l/ml and °C.
  • Compare and order length, mass, volume/capacity and record results >, < and =.
  • Recognise and use symbols pounds (£) and pence (p) and combine amounts to make a particular value.
  • Find different combinations of coins to make the same amount.
  • Solve simple problems involving adding and subtracting money in a practical context, including giving change.
  • Compare and sequence intervals of time, tell the time to five minutes, including quarter past/to and draw hands on a clock to show these.
  • Know the number of minutes in an hour and hours in a day.

 

Geometry

Properties of Shape

  • Identify and describe the properties of 2-D and 3-D shapes, including number of sides, vertices (corners) and faces.
  • Find a line of symmetry on a 2-D shape.
  • Compare and sort 2-D and 3-D shapes and everyday objects.

Position and direction

  • Order and arrange objects in patterns and sequences.
  • Use mathematical vocabulary to describe position, direction and movement, including in a straight line and rotation as turn in term of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

 

Statistics

  • Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
  • Ask and answer questions by counting the number of objects in each category and sorting the categories by quantity.
  • Ask and answer questions about totalling and comparing data.

 

Reading

Teachers will assess your child through guided reading sessions weekly and assessment records will be kept for this.

 

Home reading

Children will take books home every night to practise, and should return them to school every day.  Class teachers and other adult helpers will also listen to your child read throughout the week.  We ask that parents DO NOT change their child’s reading book as this is the responsibility of the child once checked by an adult in school.

These words and the spelling patterns on the next page are those which Y2s are expected to be able to spell - some will almost certainly appear in their SATs spelling test -

how many can your child spell?

Year 2 common exception words

 

door

floor

poor

because

find

kind

mind

behind

climb

child

children

wild

most

only

both

old

cold

gold

hold

told

clothes

every

everybody

hour

even

any

many

great

break

steak

after

fast

last

past

father

class

grass

pass

plant

path

bath

busy

move

prove

improve

could

should

would

eye

people

water

who

whole

again

half

money

parents

                   Mr

                  Mrs

                 pretty

                 sure

                Christmas

                beautiful

                 sugar

 

 

 

 

Year 2 Spelling patterns

  • Silent letters k, g and w (as in 'knock', 'gnat' and 'write')
  • Words ending le, el, al and il (as in 'meddle', 'tunnel', 'animal', 'pencil').
  • Verbs ending y which then changes to ies and ied (as in 'copy', 'copies' and 'copied')
  • Dropping the e off the end of a word when adding -ing, -ed, -er (as in 'hiking', 'hiked' and 'hiker')
  • Words which need a consonant to be doubled before adding -ing, -ed (as in 'pat', 'patting', 'patted')
  • Unusual uses of vowels, such as 'o' being used for the 'u' sound ('other') and 'a' being used for the 'o' sound ('warm')
  • Words containing suffixes (groups of letters added to the end of a word) including -ly, -ment, -ful, -ness and –less
  • Words where apostrophes are used to show contractions, such as: 'do not' changing to 'don't'
  • Words ending -tion such as ('fiction')
  • Homophones, which are pairs of words that sound the same, but are spelt differently (such as: 'hear' and 'here')